高中Unit19Modernagriculture教案

Unit 19 Modern agriculture

I

.Teaching Goals:

1. Talk about modern agriculture and the effects it has on people's life.

2. Practise giving advice and making decisions.

3. Use

“

It”

for emphasis.

4. Read statistical graphs.

5. Write a plan for a vegetable garden.

n

.Teaching Time:

Five periods

川.Background Information:

1. An American Small Farm

Last year,at harvest time,we visited the Steenhoek farm,which is 2 200 mu,or 340 l

family farms are run entirely by family members,with every member playing a vital part in the

of these families are descendants of Dutch immigrants who settled here over a

century ago.

The Steenhoek farm supports 3 family of oek includes three

children and 2 we will see,this family is an excellent example of

hardworking,experienced farmers who stay on the land not purely because of profit,but because they

are living a life-style that satisfies percent of the Steenhoek's acres are devoted to pasture

land,on which they raise 120 beef rest of the land is used for growing corn.

Fifteen years ago,the American farm economy was s could specialize,raising

one crop,or one type of ,with an uncertain farm economy,such an idea is considered

foolhardy,and diversifying is one way that farmers can lesson their risk of example,if weather

affects the size of a crop,the sale of the livestock will make up the the animals are

plagued by disease,at least there is grain to take to market.

Kendall Steenhoek,Simon's eldest son,divides his time between running this machine shop and

farming zoo acres of attended a community college in Iowa for two years to study diesel

he opened this repair shop for farm l also plants and harvests

over 30 000 bushels of corn each year,but it is the income from the repair shop that has enabled him

to stay within the farming heavy equipment used on the farms today is in constant

need of maintenance,and requires precision tooling for far,the most impressive and

certainly the most costly piece of farm equipment used on a small farm is a harvesting machine

called a combine,which can cost up to $100 000.

This type of machinery is what makes the American farm so a combine,one man

and his family can harvest an entire crop of a 500 acre farm in two value of the combine is

that it performs several it moves through a field of corn,this sophisticated machine cuts

the stalk,plucks the ear,discards the stalk,shucks the corn kernels off the ear and deposites the

kernels in a storage bin in the ,a spinning device in the rear of the combine shreds the

husks and shafts and scatters them across the field,to serve as mulch,cutting down on the possibility

of soil erosion from winter machine is even more amazing when you think that it has been

in use on American farms for only one generation.

2. Genes

Every living cell contains are too small to be seen in a microscope,but they are

vitally set of genes in the body contains all the instructions needed to make a human

genes determine hair determine the shape of a genes help

determine your height and even your weight.

Genes are made of a chemical called DNA

—

the letters stand for deoxyribonucleicacid（

脱 氧核糖核酸

）.In the early 1950's,two scientists,Francis Crick and James Watson,figured out how the

parts of DNA fit scientists understood this structure,it became possible to take pieces

of DNA apart and put them together in new kinds of genes could be made in this manner.

Scientists have studied the genes of many plants and have worked out which

genes affect the color of a tomato and the stickness of its g out which genes determine

which features is called genetic mapping,scientists have begun the Human Genome Project,an

ambitious effort to map all the genes in the human body.

Some genes may be example,something might be wrong with the gene that makes

blood clot（

凝聚

）.An individual born with this defective gene could suffer serious hemorrhages

（出血）or even bleed to death because his or her blood fails to scie ntists ever learn how to

map all the genes in our bodies,they could determine whether or not an unborn child has any

defective might even discover how to treat these genes before the child is born.

The First Period

Teaching Aims:

e the students' speaking ability by practising giving advice and making decisions.

2. Enable the students to master the expressions of giving advice and making decisions.

3. Get the students to learn more about agriculture.

Teaching lmportant Points:

1. How to express oneself,using what is learned or given.

2. How to advise do something and how to make decisions.

Teaching Difficult Points:

1. The usage of some expressions.

2. How to improve the students' listening ability.

Teaching Methods:

1. Listening some materials to improve the students' listening ability.

2. Discussion to let the students express themselves freely.

3. Group work or pair work to give every student a chance to express themselves.

Teaching Aids:

1. a tape recorder

2. a projector and some slides

3. a computer

Teaching Procedures:

step

I

.Greetings and Revision

T:Good morning,everyone.

Ss:Good morning,teacher.

T:Sit down, this class,l'll check your homework first,Wang Ping,read your homework to

us,…

(The teacher checks the stude nts' homework and have a discussi on with the stude nts about

the mistake Wang Ping the stude nts have a clear un dersta nding and correct it.)

step

n

.Preparation for listening and speaking

T:Today,we're going to lear n a new un it, Un it 19,Moder n Agriculture(Teacher writes the followi

ng on the blackboard:Un it 19 Moder n agriculture,the First Period).First,let's learn the new words of

this at the scree n:

New words:

produce n.产量、产物、农产品

effect n.结果、影响、作用

dike n.堤坝；排水沟

drought n.干旱

leader n.领导者

lead v.领导、带领

cane n.细长的茎、藤条

sugar-ca ne n.甘蔗

tobacco n.(烟草)制品；抽烟

local

adj.地方的、当地的

(Teacher asks one student to read the new words,then corrects the mistakes the student made.)

Step

川.Warming up

T:Please turn to Page 's do Warming up.(Teacher shows the graphs on Page 32 on the

screen.)Look at the two graphs and discuss the questions on Page can do it in pairs or

groups .In a few minu tes,I'll ask some stude nts to talk about them.(Stude nts begi n to discuss the

questio ns.A nd teacher goes and joi ns them.A few mi nu tes later,teacher says the followi ng.)

T:Are you ready?Who can give us a talk about the first topic?S

A,how are people's eating

habbits cha nging over the years?

SA：From the first graph,we can see that the eating habits of the people in our country have

cha nged 1949,they had not eno ugh to eat and ofte n went n atural

disasters happened,a great number of people would die of the reforming and opening

to the world,grain was still a big mainly lived on corn and few kinds of

the 1980s,especially the 1990s,people's eating habits have greatly

can eat whatever they and more people eat less grain,more meat and

eggs and so and more people turn their eyes to meat,eggs,milk and all kinds of gree n

vegetables.

T:Why do you think this happens,S

B?

SB：lt is all because of the Party's good policies.

T:Very good .It is true and every one can see has agricultural produce cha nged during

the first half of the 1990s?And what do you think caused these changes?

Sc:From the first half of the 1990s,scie ntists started to develop new tech niq ues to in crease

agricultural product ion without caus ing damage to the environmen ally the new tech niq ue,

“

GM

”

,has made agricultural product ion in crease con ti nu ntists develop new kinds of

seeds,better cows,pigs,sheep as well as is the new techniques that make all this possible.

T:Do you agree with him,S

D?

SD:Yes,I I want to give an answer to the three question.

T:Good,please say that.

SD:With the changes in people's eating habits,agriculture as well as nature will have to

change, are eating more meat and is to say,they need more fish,pigs,sheep and

cattle as well as feed these animals,we need more grain,especially more protect

our environment,the ways to raise animals have the development of modern science

and techniques,some of the fields are not needed to produce more can grow grass,flowers

farmers are needed and they can do other kinds of work.

Step IV

丄istening

T:So much for the we'll do passage you'll listen to is about

tells us about farming of all countries in early times and protection of nature and

to the tape carefully and do the exercises ,read the

requirements,please.(Students read the requirements.)Now do you know what you'll have to do after

listening to the passage?(Ss:Yes.)During listening,I'll play the tape three listening for the

first time,you can leave over the ones you are not sure can do them when I play the tape

for the second or the third your answers with your partner after you

clear?(Ss:Yes.)(At last,teacher shows the answers on the screen.)

Step

V

.Speaking

T:Now let's do part says that a group of farmers in your area have been given a

large piece of villagers together with the village leader have to decide how to use the

in groups of five group member will play one of the e role

cards,discuss the problem and try to make a discussion,who can give us some useful

expressions about giving advice and making decisions?

Giving advice:

SE：My advice would be

…」advise you to do

…

SF：I think you ought to

….You.d better…

SG：If I were you,I would

….

I would advise you.

SH：I don't think you ought to

…

.

Making a decision：

SI：In my opinion,we should

…

I think/believe you should

…

Sj：l don't think it is necessary to do sth.….We must decide…

SK：I hope we can make a decision.

(Teacher writes all the expressions above on the Bb.)

T：Now let's have a discussion,using the expressions on the blackboard later,I'll ask some

students to act it out.

Sample diaolgue：

Sa—

villager A;S

b—

villager B;

Sc—

villager C;S

d—

villager D

Se—

the village leader

Se：As we all know,we are given a large piece of land.l've got all of us here to have a discussi

on and decide how to use the Ian give us your advice.

Sa:I advise we should grow corn on this piece of land」t's large and flat and mach ines can go

up and dow n it,so we can spe nd less time and get more corn.A lot of money can be made after selli

ng the corn.

Sb：l think we ought to build a farm there and raise pigs or cows with the grain we

we can make more mon ey.

Sc:My advice is that we should turn it into a garden,and grow flowers we can sell the

is no body here selli ng I think our bus in ess will surely be

s,sometimes selling grain or meat is hard,for the price could be too low.

Sd：l think we'd better desig n it like this:We build a build ing of a few floors .In each floor,we

can raise one ki nd of an their wastes,we can raise fish or grow vegetables on the top or in

the space which faces the sun .We can also grow mushrooms in the dark can use one

quarter of it to do this and build a garde n on one quarter so that people can enjoy themselves

of the rest grow flowers to sell and for the other half we can grow grass on it so that our

environment will be better.

Sa：That's a good it will n eed a lot of money to do this .I hope we can make a decisi

on today.

Se：We must make a decisi on .My opi nion is that we do as S

D said.A ny other opinions?

Sb

and Sc：I agree with you.

Step

W

.Summary and Homework

T:In this class,we've talked about two statistical graphs and listened to a have also

talked about how to use a large piece of Ian d,us ing some expressi ons of givi ng advice and making

expressions are:

“…”

(Pointing to the blackboard.)After class,choose a subject as

you like with your pratner and have a discussion,using the expressions on the 's all

for is over.

Step

四.The Design of the Writing on the Blackboard

Un it 19 Modern agriculture

The First Period

Giving advice:My advice would be

…

I advise you to do

…

I think you ought to

…

You'd better

…

If I were you,I would

…

I would advise you

…

I don't think you ought to

…

Make a decision:ln my opinion,we should

…

I think/believe we should

…

I don't think it is n ecessary to do sth.

We must decide

…

I hope we can make a decisi on.

Step

忸.Record after Teaching

The Second Period

Teaching Aims:

1. Enable the students to learn something about modern agriculture from the text.

2. Enable the student to master the new words and expressions in the text.

3. Get the students to have the ability to grasp the general idea of an passage as fast as

possible.

Teaching Important Points:

1. How to improve the students' reading ability.

2. How to get the students to master the new words and expressions of the text.

Teaching Difficult Point:

How to improve the students' reading and writing ability.

Teaching Methods:

1. Discussion to raise the students' interest in agriculture.

2. Ask-and-answer method to help the students understand the text better.

3. Free talk to improve the students' speaking ability.

Teaching Aids:

1. a tape recorder

2. a projector and some slides

3. a computer for multimedia use

Teaching Procedures:

step

I

.Greetings and Revision

Greet the whole class as usual

T:At the end of the last period,I asked every one of us to join in a I'll ask a group

to repeat the will act it out for us?Wang Hong,act it for us with your group,will you?

Wan g:Yes.…

(Teacher asks two groups to repeat their discussion before the class.)

step

n

.Preparation for Reading

T:So much for turn to Page 's learn the new words and expressions

Ming,read the new words and expressions of this period, with the word

“arable”and end with the word

“soil”

.

(Teacher and the students learn the new words and expressions r corrects

students' mistakes in pronunciation and gives simple explanations of some words if necessary.)

T:Are there any students coming from the countryside in our class?

Ss:Yes.A lot of us students are from peasant family.

T:Have you ever worked in the fields,Wang Fei?

Wang:Yes.I often work in the field with my parents.I can do a lot of farm work.

T:Have you ever heard of anything about farming in the past?

Ss:Yes,l have.

T:Now turn to Page 's do pre-readi s the questi on your an

swers on a piece of paper.

(After a few minu tes.)

T:Are you ready?(Ss:Yes.)Who would tell us something about traditional and modern farmi ng?

SA:In the past,farmers grow crops in the traditional way:Use cattle to plough the field;farmers

work in the field most of the day all year roun d,but they could not produce eno ugh food for the whole

they grow crops in the modern use modern tech niq ues in their fields,such

as chemical fertilizers,gree nhouses and so on.

T:Who would an swer the sec ond questi on?

SB:I'11 advantages are:chemical fertilizers,electronic pumps and other advaneed tech

no logy are s can spe nd less time on farms and much more grain is

disadvantages are:the air,the water and the soil round us are more or less polluted.

Sc:l'll say something about other changes that have taken place on farms in the last 100

years .In the past,we depe nded on heave n and we could do little when n atural disasters happe

,we can do artificial rai makes better seeds possible .In the same fields,better

seeds can give us much more s,all kinds of scientific ways of farming are used in

s in our country are becoming richer and richer day by day.

T:Very good.

Step

川.Fast Reading

T:Now read the text fast and the n an swer the questi ons on the scree n.

1. Whe n was more adva need tech ni cal in formatio n was brought i n from abroad?

2. What is importa nt for future agriculture?

What should future agriculture depe nd on?

3. What does

“

which

”

refer to in the last two lines?

(After a few minu tes.)

T:Are you ready?

Ss:Yes.

T:Please give us the an swers to the questi ons.

SD:I n the 1980s,more adva need tech ni cal in formatio n was brought in from abroad.

SE：Both food production and taking care of the environment are future

agriculture should depe nd on high tech no logy as well as traditi onal methods.

SF:I think taking care of the environment is more e we have only one earth.

Sa:ln the last two lines,

“which”

refers to

“golden rice” .

T:What is the other n ame of

“

golde n rice ” in the text?

Sa:GM rice.

Step IV .Reading

T:Now read the text again and answer the questions in Post you are not sure about

your an swers,have a discussi on with your classmates.

(After the stude nts' discussi on)

T:Please turn to Page 's answer the questions.S

H ,give your answers to the first five questio

ns.

SH：They are:1.D 2.A 3.C 4.C 5.C

T:Is he right?

Ss:Yes,he is right.

T:Now let's do Part 2.

Si：l want to cha nge apples .I want them not only to grow bigger and more delicious,but also of

the same e some of the apples now are smaller and not delicious and the apples of the

same size are popular in the market.

Sj：l want to cha nge fruit trees .I want them to grow shorter so that the fruits on them are easy

to pick up.A nd they must give us more fruits so that the farmers can make more money and become

richer.

T:That's a good idea!I have the same opinion as you.

SK：I want to change carrots.I want them to grow much e the carrots our

villagers grow are smaller.

SL:I want to cha nge the vegetables people usually eat.I want them to be better for people's

they will spe nd less money on medic ine.

SM:I want to change cows.1 want them to have more they will not be expensive to

so,more farmers can buy them and become rich.

SN:I want to cha nge fruit trees .I want to pla nt the trees grow ing in the we will have

more kinds of fruits tha n ever before.

T:You've done class,c ontinue to th ink about more good I'll explain some

expressi ons and Ian guage points of the text to look at the scree n.

moder nize make(sth.)suitable for moder n use or for the n eeds of the prese nt time.

spe nt a lot of money moder nizing his house.

depe nd on: Health depe nds on good food,fresh air and eno ugh sleep.

short of:He did n't buy anything because he was short of money.

con trol vhave power over( sth.),rule,direct

The machi ne is con trolled by this butt on.

con trol on e's an ger

sta nd for:USA sta nds for the Un ited States of America.

modify:to change(sth,such as a plan,an opinion,a condition,…)

To modify anything is to change it a little.

T:(After explai ning the words and expressi ons on the scree n.)Now read the text and see if you

still have something you find difficult to understand.

(Teacher goes among the stude nts to expla in any questi ons raised by the stude nts.)

Step

V

.Listening and Reading Aloud

T:Let's liste n to the tape .I 'll play it first time I play it,just liste n. Whe n I play for the

second time,you can read the text after please read the text aloud after I play the tape.

(While the stude nts read the text,teacher goes among the stude nts and corrects any mistakes

the stude nts make in pronun ciatio n and inton atio n.)

Step

W

.Summary and Homework

T:l n this class,we've learn nt the text

“

Modern agriculture ” .It tells us about agriculture of our

coun try,for example,its past and prese nt,especially its you had a clear un dersta nding

about future agriculture?From now on,we should study hard and be ready to make greater con tributi

ons to our agriculture and class,please read the text aga in and master the usages of

the new words and expressions of the text,especially the following:modernize

….You can make

sentences with them in pairs or 's all for is over.

Step

Vfl

.The Design of the Writing on the Blackboard

Un it 19 Modern agriculture

The Second Period

New words:

moder ni ze,c on trol,modify.

Useful expressi ons:

depe nd on: Health depe nds on good food,fresh air and eno ugh sheep.

short of:He did n't buy anything because he was short of money.

sta nd for:USA sta nds for the Un ited States of America.

Step

忸.Record after Teaching

The Third Period

Teach ing Aims:

1. Get the stude nts to master the structure:

It is

…that…

2. Get the stude nts to obta in some kno wledge about word formatio n so that they can enl

arge their vocabulary.

Teach ing Importa nt Poin ts:

1. The usage of the structure:It is

…that…

2. The basic rules of word formatio n.

Teach ing Difficult Poi nt:

How to use the sentence pattern:

"It is…that…”

when we emphasize the nouns which mean

places or time.

Teach ing Methods:

1. Pair work or group work to get every student to become active.

2. Drills in grammar to get the students to have a clear concept.

3. Repetiti on to make the stude nt master what they lear n.

Teach ing Aids:

1. a tape recorder.

2. a projector and some slides.

3. a computer for multimedia use.

Teach ing Procedures:

step

I

.Greetings and Revision

(Greet the whole class as n teacher asks some stude nts to read the text aloud.)

T:Now look at the screen, the words on the left with their meanings on the

your an swer on a piece of we'll check the an swers.

1. drought A.(of Ian d)suitable or used for grow ing crops

2. arable upon,be depend

3. fertilizati on C.a long period of dry weather,whe n there is not eno ugh water

4. depe nd on havi ng eno ugh

5. shortage ing fertilizer on

6. short of ;put in use;take adva ntage of

ti on G.a con diti on of havi ng less tha n n eeded

8. make use of i ng water to dry land by man-made streams

9. delegati on I.a group of pers ons acting for one or more others

(A few mi nu tes later.)

T:Are you ready?

Ss:Yes.

T:I'll show the an swers on the scree check your an swers with them.

Suggested an swers:

1. C 2.A 3.E 4.B 5.G 6.D 7.H 8.F 9」

step

n

.Word Study

T:Let's go on to do Language we'll do the first part:Word we all know,word

formation is a useful tool in learning can help us enlarge our can get a noun

by adding some sufixes to a verb,for example,form formati on ,Ge nerally a verb+-ti on=a noun .But

there is someth ing you should pay special attention let's do the following the

noun form of the given verbs and the verb form of the given you are not sure about

them,please turn to a make sentences with each word .If you have anything you don't

un dersta nd,have a discussi on with your classmates.

(Teacher goes among the stude nts and help them to do the exercise.)

T:Have you finished?(Ss:Yes.)Let's check the your answers on the

blackboard,please.

An swers

Verb

irrigate moder nize populate produce

fertilize/fertilise

Nou n

irrigati on

moder ni zati

on populati on

product ion

fertilizatio n

inform protect modify

ent of

land

in formatio n

protecti on

modificati on

T:Now make senten ces with each group words. One stude nt, one group.

SB：irrigate:They irrigate their crops with water from this river.

irrigation:We often see irrigation canals on the land.

Sc：moder ni ze:They have failed to moder nize the factories.

modernizatio n:We will realize the four moder ni zatio ns.

SD：populate:America was populated mostly by Europea ns.

population:China has a population of more than 1 200 000 000.

SE：produce:Australia produces wool and meat.

producti on: This country is famous for the product ion of cars.

SF：fertilize:Rice growers fertilize their fields by floodi ng them with water. fertilization:Proper

fertilization is important for farming.

SG：i nform:He in formed them of his arrival.

in formatio n:The in formatio n might be false.

SH：protect:It is our duty to protect our coun try.

protect ion: The protect ion of our country is the duty of us all.

Si：modify:Adjectives modify nouns.

modificatio n: The article n eeds some modificati on.

Step

川.Grammar:The use of

"It” (2)

T:(Teacher shows some sentences on the scree n.)

Look at the two groups of senten ces on the scree n:

a: It is on this arable land that the farmers?produce food for the whole populatio n ?of China.

b: The farmers producefood for the whole?populati on of Chi na on this arable la nd.

a: It is from theearly1990s that scie ntistsstarted todevelop new tech niques to ?n crease

^agricultural product ion without?harm ing thee nvir onment.

b : From theearly1990s,scientistsstartedto develop new techniques to increaseagricultural

I product ion without harm in g^thee nvir onment.

T:Are sentence a and b in each group have the same meaning?

Ss: of the two sentences in each group have the same meaning.

T:Are there any differe nce?S

a,ca n you tell me?

Sa：ce a is the emphatic form,while sentence b is I right?

T:Yes,you are right.

"

It is/was

…that

…”

is the emphatic con struct ion. This structure can be

used to emphasize almost any part of the sentence (except emphasiz ing the verb).Besides,if we

emphasize the subject, “ who

”

(referri ng to a pers on )is possible in stead of “ that”」f an object is

emphasized," whom "(referri ng to a pers on )is at the scree this sentences and

rewrite them,emphasizing the parts underlined,using

"

It is/was

…that…”

.Please prepare them in

pairs.

Rewrite the senten ces:

1. The children ofte n help the father and mother do the farm work.

2. In 1993,a tomato was developed that was very differe nt from any grow n before.

3. The biggest problem of Chin ese farmers is the shortage of arable land.

4. The pla nts grow n in gree nhouses are protected from the win d,ra in and in sects.

5. Future agriculture should depe nd on high tech no logy as well as traditi onal methods.

(After a few minu tes.)

T:Are you ready?(Ss:Yes.)Please change these student,one will

be the first?

Sb:I'll ce 2:It is the children who/that often help the father and mother do the farm

work.

Sc:I want to rewrite the sec ond senten ce,but rm not sure whether I should use

“

is" or

"was”.

T:Here you should use

“

was".

Sc:Se ntence I:It was in 1993 whe n a tomato was developed that was very differe nt from any

grow n before.

T:Is he right,Sd?

Sd:Yes.

T:You're both should pay special attention to

“that"

when we emphasize the

adverbial of time and place .In both situati on s,we should use

“

that

”

in stead of

“

whe n

”

or

“

where

”

.Are you clear about that?

Ss:Yes.

T:Let's go on with the other senten ces.

Se：Se ntence 3:It is the shortage of arable land that the biggest problem of Chin ese farmers

is.

SF：Sentence 4:It is the plants grown in green houses that are protected from the wind,rain and

in sects.

SG：Se ntence 5:It is high tech no logy as well as traditi onal methods that future agriculture

should depe nd on.

T:Are they right?

Ss:Yes,they are all right.

Step IV Practice

T:Now let's do the second part of e the sentences,emphasizing as many parts

as look at it carefully and the n do the can have a discussi

on with your classmates if you have any questi on s.A few mi nu tes later,we'll check the an swers.

(When students finish,teacher shows the answers on the screen and get the students to check

their an n teacher an swers the questi ons raised by the stude nts.)

An swers to the exercise:

was Herry who/that gave George a new tie for his birthday last year.

It was George whom/that Herry gave a new tie for his birthday last year.

It was a new tie that Herry gave George for his birthday last year.

It was last year that Herry gave George a new tie for his birthday.

was during that period of time that they made three important discoveries.

It was they who/that made three importa nt discoveries duri ng that period of time.

It was three important discoveries that during that period of time they made.

is some people in South America who /that still practise this kind of farming.

It is this kind of farming that some people in South America still practise.

Step

V

.Summary and Homework

T:l n this class,we've done some exercises about Word Formati on .Please remember these

words on the blackboard(Pointing to the blackboard).We should also remember the emphatic con

struct ion :lt is

…that(who,whom)…What should we pay special atte nti on to?Who can tell us?

Sh： verb can not be emphasized.

2. Whe n we emphasize the adverbial,we should remember that we can t't use whe n or where.

T:(Write what the student said on the blackboard.)That's class,we should do more exercises

so that we can master 's homework:Do the exercises concerned in the

's is over.

Step

W

.The Design of the Writing on the Blackboard.

Un it 19 Modern agriculture

The Third Period

Word Formati on:

Verb

irrigate

moder niz

populate

produce

fortilize/fertilise

inform

protect

modify

The emphatic structure:

It is

…that(who)…

Notes:

Nou n

irrigati on

emoder ni zati on

populati on

product ion

fertilizatio n

in formatio n

protecti on

modificati on

verb can not be emphasized

n we emphasize the adverbial,we should remember that we can't use whe n or where.

Step

W

.Record after Teaching

The Fourth Period

Teach ing Aims:

1. Have the stude nts lear n and master the new words and expressi ons in the text.

e the students' reading ability by learning the text.

3. Get the students to know something about farming,learn from Jia Sixie and dedicate

themselves to scie nee.

Teach ing Importa nt Poin ts:

1. How to get the stude nts to master the new words and expressi ons.

2. How to improve the students' reading and writing abilities.

Teach ing Difficult Poi nt:

How to get a clear idea of an article as fast as possible.

Teach ing Methods:

1. Pair work or group work make every student take part in the class activities.

2. Writ ing summary to help the stude nts un dersta nd the main idea.

3. Ask-a nd-a nswer method to help the stude nts to grasp the main idea faster. Teach ing Aids:

1. a recorder

2. a projector and some slides

3. a computer for multimedia use

Teach ing Procedures:

Step

I

.Greetings and Revision

Greet the whole class as usual.

Teacher checks the stude nts' homework.

Step

n

.Preparation for Reading

T:Now let's go over the new words and expressions appearing in the text turn

to Page 113.…

(Teacher and stude nts lear n the new words and expressi ons of this period r

gives brief expla nati ons whe n n ecessary.)

Step

川.Fast-reading

T:(Show the picture of Jia Sixie and his book

"Qi Min Yao Shu

”

.)

Do you know the old man and the book

"

Qi Min Yao Shu

”

?

SA： was Jia sixie,a great scientist of ancient China,living in Northern Wei

Dyn asty.A nd he was famous for the book is about the scie nee of farming.

T:Very please read the text fast and an swer the two questi ons on the scree

your answers on a piece of paper.I'll collect the first five pieces of 's begin.

(Teacher shows the scree n.)

An swer the follow ing questi ons:

1. Where was Jia Sixie born and whe n did he live?

2. What advice did Jia Sixie give about plough ing the field?

(Teacher collects the an swers whe n the first five stude nts have fini shed)

T:(After all the students finishJHave you finished?

Ss:Yes.

T:SB and Sc,give us the two an swers,please.

SB：He was born in Yidu,Sha ndong Provi nee.

Sc:He said that when you plough the soil,plough deeply the first time and less deeply the second

time,and the autumn ploughing should be deeper than the spring ploughing.

Step

川.Reading

T:Quite let's read the text again and discuss the questions on the work or

group work.

1. What advice did Qi Min Yao Shu in clude?

2. What should you do first as a farmer?

3. What must be done before sow ing or pla nting crops?

4. Why did Jia Sixie let sheep or cows walk on the land?

5. What should we do if we want to reach the best harvest?

wheat be pla nted close together or with space?

(A few mi nu tes later.)

T:Are you ready?(Ss:Yes.)Who will give us the first an swer?

SD：lt includes the following advice:growing green vegetables and fruit trees,keeping

cows,sheep and fish in are also in struct ions for making wine.

T:Please go on with the questi on -l un teers!

SE：y as a farmer,you should remember to do things at the right time of the year,lf

so,your work will be less and the result will be better.

SF： you sow or pla nt crops,you must clea n rough ground and remove weeds.

SG：e he wan ted the ani mals to destroy the weeds or eat them.

T:Do the farmers get rid of weeds in this way now?

SG：No,they pull up the weeds or destroy them with a hoe.

T:Yes,they hoe up the weeds or use weed go on.

SH:5 .If you want to reach the best harvest,you should cha nge the crops in your fields.

T:What does that mea n?

SH：For example,if you plant rice in a field one year and wheat in the field the next year,you will

harvest good is to say,do not plant the same crop year after year in the same field.

Si： should be pla nted close together in stead of with e Jia Sixie did

experime nts and showe n that.

T:Your answers are is because you have a full understanding about the nk

,I'll expla in some Ian guage points to look at the scree n.

Notes to the text:

a. Jia Sixie was an

Dy nasty(386~534AD).

b. spent his time on research into agriculture:Note the preposition “ spend time on someth in

g/do ing someth ing

”

and also

“

research into someth ing”

.

c. go aga inst n ature=do things that are the opposite of the n atural way.

d. do things at the wrong time of year=do things at a time of year when the weather con diti ons

are un suitable.

importa nt agricultural pion eer of the Northern Wei

e. year after year=every year

f. Grow different plants next to each other in same field:

“

next to each other”

refers to

“

different plants

”

.

「(After expla ining the Ian guage poin ts.)Do you have anything you don't un dersta nd?Please

read the text aga in and see if you have an y.(Teacher goes among the stude nts and an swers the

questions raised by the teacher plays the tape and let the students listen and follow.)

Step

V

.Discussion

T:This text is written in three paragraphs and each paragraph has its read the text

again and make notes about the topics on the can do it in pairs or groups,then we'll

check the an swers.

(Teacher shows the scree n.)

Farm ing and Garde ning

1. About Jia Sixie

(Paragraph 1)

2. About Qi Min Yao Shu

(Paragraph 2)

3. About Jia Sixie's advice

(Paragraph 3)

T:(After a few minu tes.)Have you fi-ni shed?Now ni show the an swers on the scree

check your an swers with them.

Farm ing and Garde ning

1. About Jia Sixie

in the sixth century ；

…gs born in YidurShandong Province;

Pollect

电

d …

< studied it;

his time 0门"・』did experiments

and learnt /rom

、 I the …

2. About Qi Min Yao Shu(about farming and garde ning)

*

"about growing green vegetables and fruit trees；

直bout ke^pig cows Aiid lish-*-

.about making wine'**

儿

About Jia Sixie's advice

'do tLifigs at the right timt improve the soil if nnt good； clean ground

before sowings・ remove weeds；

w

'autumn ploughing plough the soil

Spring ploughing th亡

crops in th亡

li昌小―

(Wheat)be

planted close together；

.grow plants next to each othe^*-

T:Now let's do the sec ond exercise on Page the in struct ions and write it on a piece

of can have a discussi on with your classmates if you are not sure about it.

Possible version:

November:lt's in November that we have to plough the land for the first ploughing has

to be done deeply.

March:It's in March that we should remove the weed and plough the land for the sec ond

plough ing has to be done less n we clea n the rough gro und.

April:lt's in April that we should sow the should remember to grow different pla nts n

ext to each other.

May~September:It is in this time that we should water the plants,put fertilizer on the soil and

remove weeds regularly.

July~October:lt is in this time that we should harvest them.

Step

W

.Checkpoint

T:Please turn to Page 's go over checkpoint of this the examples of the use of

“

It

”

for emphasis and find useful expressions from this make sentences with

can turn to your dictio nary if n e-cessary.

Sample senten ces:

such as:A stude nt such as he will surely succeed.

make use of:On your trip to Mexico you will be able to make good use of your knowledge of Fren

ch.

as

…as possible:Be as kind to her as possible.

bring in:His work brought him in$50 000 a year.

depe nd on:l depe nd on you to do it.

shortage of:Shortage of skilled workers is our main difficulty.

sta nd for:Our flag sta nds for our coun try.

in other words:He became」n other words,a great hero.

a variety of:This shop has a variety of toys.

be useful for:This book is useful for En glish study.

spe nd time on:Every spare minute he gets is spe nt on the car.

go aga in st:They are going aga inst our wishes.

year after year:We have bee n to that place for a holiday year after year.

nexe to:The man next to Bill was talking to him in Spanish.

Step

Vfl

.Summary and Homework

T:I n this class,we've lear ned a text .I t's about Farm ing and Garde ning and it has three

paragraphs,describ ing about

…(Write on the blackboardJWe've lear ned some useful expressi ons

in this unit,such as

“

Such as,make use o…”

(Write on the blackboardJAfter class,read the text

and say the sentences you make in 's all for this e!

Step

忸.The Design of the Writing on the Blackboard

Un it 19 Modern agriculture

The Fourth Period

Farm ing and Garde ning

About Jia Sixie *■

■< About Qi Min Yao Shu

About Jia Sixie's advice

L

Useful expressi ons:

such as make use of as…as possible bring in depend on shortage of stand for in other words a

variety of be useful for spe nd time on go aga inst year after year next to

Step IX .Record after Teaching

l…

The Fifth Period

The use of it

Teach ing Aims:

1. Review the different usages of

"it”

.

2. Get the stude nts to remember some useful sentence patter ns.

3. Get the stude nts to do more exercises so that they can master the grammar item.

Teach ing Importa nt Poin ts:

Master the different uses of “ it

”

,esp,the emphatic use and the use as a preparatory subject or

a preparatory object.

Teach ing Difficult Poi nt:

How to master and use “ it

”

correctly.

Teach ing Methods:

1. Review method to revise the com mon use of

“

it

”

.

ductive method to go through some sentence patter ns with

“

it

”

.

3. Practice to consolidate the use of “ it

”

.

Teach ing Aids:

1. a projector and some slides

2. a computer for multimedia use

Teach ing Procedures:

step

I

.Greetings and Revision

(Teacher greets the whole class as usual and shows the scree n.)

T:So far we've learned several uses of

“

it”

.Now please look at the s the

sentences with your partner and tell what the word

“

it

”

in each sentence refers to and its

your answers on a piece of paper and later ni ask some students to say the an swers.

Discuss the following sentences and tell the function of

“

it

”

.

1.1 t's difficult to remember all their n ames.

2.1 t's very quiet in the cafe.

rained for three days.

4. He made it clear that he did n't want to speak to me.

was nice see ing you.

was on Tuesday that came.

7.1 t's three miles from here to the n earest garage.

8. A tall man stood up and shook was capta in Lawrie.

9.1 hear you bought a new n you show it to me?

was five o'clock whe n we got back home yesterday.

was dirty and wet below the ship where the slaves were kept.

was on this coast that lots of his people disappeared.

was most likely that one third of them had lost their lives.

(After a few minu tes.)

T:Are you ready?

Ss:Yes.

T:Who will give us the an swers ?One stude nt,o ne senten ce.V olu nteers?

SA: "

It”

is used as a formal subject in the first real subject is the infinitive

“

to

remember all their names.

”

SB： 2.

"It” refers to present situation.

Sc：3.

"

It”

refers to

“weather”

.

SD：4.

“ It

”

is used as a formal object.

SE:5. "

It

”

is used as a formal subject.

SF： sentence is an emphatic structure,emphasiz ing the adverbial of time.

SG:7. “

It

”

is used here as an impersonal pronoun,referring to distanee.

SH：8. "

It

”

here is used to point out definitely a person.

SI:9. "

It”

here is applied to a new bike.

SJ:10. "

It” refers to time.

SK：11. "

It

”

is used as the subject,expressing state of things in general.

SL： sentence is also an emphatic con structi on, emphasiz ing adverbial of place

“

on

this coast”

.

SM： word

“

it”

here is used as a formal subject.

T:Quite we all know,the word

“

it”

can be used as a personal this case,

“ it

”

is not gen erally applied to a pers on, but to a thing or an ani mal just men ti on ed,such as

“ Sentence 9

”

.Secondly, “ it

”

is used as a subject in expressions of

time,weather,distance,etc,such as,in Sentence 2,3,7,10,y, “ it”

can be used as a formal

subject or object.（The real subject is an infinitive or gerundial phrase or a clauseJSuch as,in

sentences 1,4,5,ly,in Sentence 8, “ it ” points to a person and is called the Demonstrative

can also be used in the emphatic structure,such as in sentence 6,12.

Step

n

.Practice

T:From the exercise we've done just now,we can see that you are all familiar with the com mon

use of" it

”

.Next,let's see some importa nt sentence ,I'll give you an exercise on the

scree n.（Show the scree nJPair work or group of the patter ns are perhaps not familiar

to so,look at the answers some minutes later and remember them.

Complete the sentences,paying attention to the structures of them and the use of “ it”

.

（据报道）that doze ns of childre n died in the accide nt.

1.

2.

3.

4.

5.

6.

7.

（真遗憾）that he can't swim at his age.

（很可能）that they will beat us tonight.

（看来）that he enjoys pop songs very much.

（还是一个冋题

）when we shall have our sports meet.

（还不确定）whether he can attend this conference or not.

（不要紧，没关系

）whether we go together or separetely.

（决疋是否接受这项工作

（我们学英语）.

（你帮助我）.

（解决这问题）.

）. is up to you

is important

is kind

took me five days

（与她争论）.

's no use

（Some mi nu tes later,teacher shows the an swers on the scree n to let the stude nts check.）

Suggested an swers:

was reported

…

It be+ p.p known,thought,told,believed,hoped

…）that clause.

's a pity

…

lt+be+ n.(an honour,a good thing,a fact,a surprise

…)+that clause.

is likely

…

It be+ adj. (wonderful,ture,important,surprising,clear,

…)+that clause

seems

It seem/appear/happe n+that clause.

is still a question

…

It be + n .+whether/whe n/where clause

is uncertain

…

It be + adj.( not decided,u ncerta in )+whether/whe n/how clause

does n't matter

…

It does n't matter(It's no won does n't make too much differe nee

…)+wh-/how clasue

8. to decide whether to take the job or not

It's up to do sth.

9. for us to lear n En glish

It be+ adj. (difficult,easy,hard,importa nt)for do sth.

you to help me

It be+ adj.(kind,nice,brave,clever,stupid

…)+of do sth.

11. to solve the problem

It took sb.+time +to do sth.

12. arg uing with her

It's no use/no good/useless doing sth.

Step

川

Practice

「(Teacher shows the scree nJThere are some other useful sentence patter ns for

do the exercise on the scree n. Have a discussi on with your classmates.

Complete the senten ces:

(已经有二年了)since his father passed away.

1.

(不久)the police arrived.

2.

3. (已经八点了

)when we got home.

4.

5.

(该 ...

)she wrote a letter to her boyfrie nd.

(这是第一次

)these Europea ns have visited the Great Wall.

(我们该 ....

)to go to school.

6.

T:(Some minutes later.)Have you fi-nished it?Now look at the screen.(Teacher shows the

scree nJPIease remember these sentence patter ns.

Suggested an swers:

is/has bee n three years

was not long before

was already 8 o'clock

is high time that

is the first time that

is time for us

Useful sentence patter ns:

be+a period of time+since-clause.

be+a period of time+before-clause.

be+a defi nite time+whe n-clause.

be(high)time+that-clause.

be+the first(second,third) time+that-clause.

be+time for do sth.

Step IV .Test

T:Now let's have a look at the scree n and do the exercise on it.

Choose the right an swers:

matter if he can't finish the job on time?

she took off her

was not

dark glasses

I realized she was a

famous film star.

n;that

til;whe n

4.

was about 600 years ago

made.

B.u ntil;that

n;the n

's mother kept telling him that he should work harder,but

did n't help.

is a fact that En glish is being accepted as an intern ati on al la nguage.

the first clock with a face and an hour hand was

B.u ntil

n

you

7.

that I saw last ni ght at the concert?

you

was in 1979

yourself

I graduated from the uni versity.

;that

;whe n

6.A 7.B

;that

;whe n

Suggested an swers:

1.D 2.B 3.D 4.D 5.A

Step

V

.Summary and Homework

T:In this class,we've gone over the use of

“

it”

.Can you remember it?Let's recall it together.

"It”

can be used as a personal pronourr・(The Design of the Writing on the Blackboard.)There are

some useful sentence are….After class,make sentences with class,I'll call

some stude nts to say their sentences to 's all for is over.

Step

W

.The Design of the Writing on the Blackboard

Grammar:The Use of

“

it ”

The Fifth Period

1. The Personal

"It” :applied to a thing or an animal mentioned

2. The Impersonal

"

It”

:referring to time,weather,distance,the state of things in general

3. The Demonstrative

"

It”

:pointing to a person or a thing or the thing spoken of;

4. The Expletive

“

It

”

:A:a formal subject or a formal object;

B:the Emphatic

"

It

”

：lt is

…that（who）…

Some useful sentence patter ns:

It is reported that

…

It is/has bee n three years sin ce

…

It is a pity that

…

It is not long before

Step

W

.Record after Teaching

Refere nee for Teach ing

一、异域风情

n Farm

Pigs,fishp on ds a nd crops ——all housed in tall build in is a visi on of in dustrial

farming in the Netherlands（

荷兰）.ln a world concerned about the environment and transport,would

it not make sense to concen trate food product ion n ext to a harbor and an airport?A nd since huma

ns can live in tall build in gs,why not pigs and fish?

The creative minds beh ind a gover nment report suggest just this for a site at Rotterdam very

close to mainland Europe's largest port.

The scale is vast:imagine 10 football fields,six floors of equal area,a total of 500 acres（亩）stretching building,known as Deltapark,visualizes（

让人想象至U ）300 000

pigs,1.2 million chickens,tens of thousands of fish and a giant vegetable growing area all under one

pigs could enjoy more space tha n on an average pig farm,a nd end their days in the

slaughterhouse without daylight in the giant building could be used for cultivati ng

mushrooms which grow well in the dark.

Higher up,gree n houses full of tomatoes and flowers,grow n in nu trie nt soluti on collected from

elsewhere in the building,would profit from the system is theoretically a complete farmi ng

cycle,with one activity feedi ng ano ther and everyth ing being recycled.

Deltapark is to be run by man agers ,not farmers .It has nothing to do with agriculture as we now

know it,and so far,only exists on the idea has created a heated debate（

讨论）in the

Netherla nds and attracted atte nti on abroad.

2. Automatic Farm ing

Can hard work be replaced by machines in agriculture?Yes,man is trying out（试 验）automatic

farmi ng.

It is fun to watch a machine picking strange machine sails like a ship across a sea

of its front is a the machine moves forward,tomato plants are pulled into the

tomatoes are gathered while the rest of the plants are thrown back onto the

workers sit on top of the rapidly pick out the bad fruit from the tomatoes.A red stream

of ripe tomatoes is being sent into a cart that is pulled alongside the driver and twelve

workers can pick in an hour ten tons of a new kind of t the invention,it would take 60

men to do the job.

Not all plants cooperate(合作)well with the farming lettuce(萬苣)for

example,seeds plants in the same field in the same time ripe at different only way to tell a

ripe head of lettuce is to look at it and feel now there is a machine even to do that!

There is a special machine to test it moves over one that feels right,it sends a

signal back to the picking machine which goes cutting and picking is done satisfactorily

by this set of machines.

二、知识归纳

(一

)against

的用法

(1)

作“反对”解，相当于“

in opposition to

”

There were 20 votes for him and 12 against him.

有二十票赞成他而十二票反对他。

(2)

作“防备；预防”解，相当于“

我们都需要储蓄一些钱以备不时之需。

in preparation for

”。

We all need some savings against a rainy day.

(3)

作“抵抗、抵御”解，相当于“

我们都在服药以抵抗疾病。

as a defence or protection from

”。

We are all taking medicine against the disease.

(4)

作“违反；犯；禁止”解。

This is against the law.

这是犯法的。

(5)

作“逆 ... ，对着”解，相当于"

I swam against the stream.

我逆流游泳。

in an opposite direct ion to

”。

(6)

作“不利于……”解。

The evidence is against him.

证据对他不利。

(7) .................................................

作“衬托；相映；对照；以

contrast to;having as a

background”。

is beautiful against the sky.

(8)

作“对比；比较”解。

为背景”解，相当于“

in

He was elected president of our class by a majority of forty votes against seven.

他以四十票对七票之多数被选为我们的班长。

(9)

作“靠；依；接触”解。

The ladder was placed against the wall.

梯子靠着墙放着。

(10) against

与

beat,dash,hit,push,run,strike

等动词连用，作“打在 ...... ，碰到 .... ”解。

Rain beats against the window.

雨打在窗户上。

He hit against a tree.

他撞到了树上。

(11) ........................................................................... against与over连用，作"面对；相对；在 的正对面”解。

We live over against the temple.

我们住在那寺庙的正对面。

(二)develop

的用法

(1)

发展，养成，形成，培养

他对科学感了兴趣。

(vt.)

He developed an interest in science.

Fresh air and exercise develop healthy bodies.

新鲜空气加上体育锻炼造就了健康的体魄。

(2)

发展，成长，形成，出现

He developed into a strong leader.

他成长为一位身体强健的领导人。

(3)

冲冼

(胶卷

)

Let's have these pictures developed.

咱们把这些照片冲洗一下吧。

(4)

开发，建设

We must develop the natural resources of our country.

我们必须开发我国的自然资源。

(三［research的用法

(1)

作名词“研究工作”

(不可数

)

I asked him how his research was going.

我问他他的研究工作进展如何。

(可作定语：

research work

研究工作

)

“一项研究工作”

(可数

)

They are carrying out a research into(for)the causes of cancer.

他们在进行一项研究癌症起因的研究工作。

I tried to concentrate my attention upon my chemical researches.

我尽力把注意力集中到了化学研究上。

(2)

作动词“研究”

(.)

The scientist researched the cause of the disease.

科学家研究了这种疾病的起因。 用于

research

into/in/on

研究

He is researching into the reading problems of young school children.

他在研究小学生的阅读问题。

三、词语辨析

(一

)special(ly),especial(ly),particular(ly)

(1) special(ly),

指非一般，非正常，非广泛的人或事物，主要含义为“专门”

I came here

特殊”。

specially to ask for your advice.

我是专门来向你征求建议的。

The desk has a special lock.

那张桌子有把专门的锁。

(2) especial(ly)

指的是非普通、非寻常的事物或人，主要解释为“尤其” ，一般不能与

special(ly)

混用。

I think this is a matter of especial importance.

我认为这是一件尤其重要的事情。

The weather has been especially cold lately.

最近，天气尤其冷。

special(ly)

和

especial(ly)

在数量、程度等方面表示“例外，格外，过分”的意思时，一 般可互换。

I enjoyed the evening,but the meal wasn't specially good.

整个晚上我过得很高兴，但那顿饭不怎么

样。

(3) particular(ly)

表示“尤其，特别，格外” ，通常指以不同寻常的方式突出某一事物的 个性或独特之处，它常与

especial(ly)

通用，但它更强调“与众不同” 。

The town of Altolf was particularly troublesome.

阿尔托夫城是尤其麻烦。

These books will be particularly helpful to those who wish to improve their English.

这些书对于那些想要提高外语的人们特别地有用。

(

二

)produce,product,production,produce,product,production

是同根词，它们译成汉语时 往往都有生产、产品等意思，但他们之间有区别。

(1)produce

作动词是生产、制造的意思，作名词用是产品、产物的意思，主要用于指 农产品，为不可数名词。

We must produce more food for ourselves and import less.

我们必须增产粮食，以减少粮食进口。

The factory hasn't begun to produce yet.

工厂还没有开始生产。

Things produced on a farm,such as milk,potatoes,and wool,are produce.

农场里生产的东西，如牛奶、土豆、羊毛，都是农产品。

(2)product

是产品、产物的意思，是最普通的用语，可指天然的或人造的，多指工业 产品，也可指农产品，还可指脑力劳动、意志力、环境等的产物。

Important products of South Africa are fruit and gold.

南非的重要产物是金子和水果。

These are the products of our factory.

这些是我们厂的产品。

Criminals are sometimes the product of bad home.

犯罪分子有时是不幸家庭的产物。

(3) production

是“生产、产量”的意思。指生产时，是指生产行为，指产品时，侧重 产量，也可指文学艺术作品。

The production of cloth by hand has been replaced by production of it by machine.

布料的手工生产已被机器生产所取代。

The production of eggs has increased in the last few weeks.

我们的蛋产量近几个星期上升了。

This book on political history is the writer's latest production.

这本行政改革的书是作者的最新作品。

(三)n early,almost

(1)almost=very nearly都表示"几乎，差不多”

It's

almost/ nearly two o'clock.

差不多两点了。

，常可通用。

He fell off a tree and almost/ nearly died.

他从树上摔下，险些儿丧命。

(2)almost和nearly可以互换的场合：

a.

在肯定句中

I am almost/nearly 90 years old.

我快九十岁了。

She fell and almost/ nearly broke her n eck.

他跌倒了，颈骨险些骨折。

b.

修饰

all,every,always

等时

I almost/ nearly always go to bed at eleve n.

我差不多总是11点钟上床睡觉。

c.

在行为动词的否定式前

He almost/ nearly did n't hear what I said.

他几乎未听见我讲了些什么。

⑶只能使用almost的场合：

a.

修饰

no,none,never,any

以及

no禾口

any的合成词

I have almost nothing to do today.

我今天没什么事做。

There is almost none left.

几乎没剩下什么东西。

almost与否定词连用时，可与

hardly,scarecely换用。

b.

修饰表示感觉或心境的动词和形容词

You could almost imagine you were in Switzerland.

你几乎可以设想你在瑞士。

I almost think you're right.

我还不完全相信你是对的。

c.

修饰

more than

禾口

too

That's almost too mcuh.

那简直太过份了。

⑷只能用nearly的场合：

a.

被

very,not,pretty

所修饰时

rm not n early ready.

我还没有准备好。

b.

表示快要做什么事但后来“没有做”或“避开不做”时

We n early called to see you last Saturday.

我们上星期六差点来看你。

四、能力训练

(一)完形填空

China is a large country of you kno w,there are more tha n 800 milli on 1 in Chi

ina started to 2 the scie nee of agriculture much earlier 3 other coun tries in the

world.4 _ the people in Europe and America were trying to 5 wild animals and birds for

6 the scie nee of exampleja Sixie, 7 lived in

food,farmers in China were the Northern Wei period(386~534AD).8 work in the gover nmen t,he

one of the farmning he finished his

9_home and spe nt his time on research into _10

11 the experie nces of wrote a book called

information,did experiments and learnt

has 110 000 characters,is about both farming and

Qi Min Yao book, 12

garde nin book is

13_to be an importa nt summary of the kno wledge of farming.

s

s

neers ntists

p

t

e

t

6.

ng

ng

ing

7.

ng

D.c on sidered

ed yed

d

ed

ted

nted

sidered

d

An swers:1.B 2.A 3.D 4.C 5.D 6.C 7.A 8.B 9.C 10.C 11.C

(二)根据句意，用括号中所给单词的同根词填空：

1.

我认为这不是一个明智的决定。

I don't think that was a _________ (wisdom)decisi on.

答案：wise

2.

那个箱子大，可以放得下那些书。

That _________ (contain )is large eno ugh to hold all the books.

答案：container

3.

这个星期他脾气不好，离他远点。

His temper has been __________ (cha nge)this week,so keep away from him.

13.B

12.D

答案：

changeable

4.

在这个城市你能看到一个接一个的古代或者现代建筑物。

In this part of the city,you can see ancient and _____________ (modernize)buildings next to

each other.

答案：

modern

5.

多吃营养丰富的食物。

Eat more good _________ (nutrient)food.

答案：

nutritious

6.

听说，这个公司缺人手。

It is heard that the company is _________ (shortage)for men.

答案：

short

7.

他指导他的学生学数学。

He _________ (instruction)his students in mathematics.

答案：

instructs(instructed)

五、高考真题

1. __________________________________________ (NMET 2000)It is the ability to do the job ________________________________________________ matters not where you come from

or what you are.

简析：选

B

。本句子为强调结构，强调主语

the ability to do the job

。

2. ________________________ (2001

上海春招

) has been announced,we shall have our final

exam next

month.

简析：选B。这是as作关系代词引导非限制性定语从句，而非

It has been announeed

that,就应选C而不是B

了。

that…结构，如果把逗号去掉，加上

3. (2002

春招

)—

He was nearly drowned onee.

—

When was _________ ?

— ____________was in 1998 when he was in middle sehool.

;It

;It

;This

;This

，it指代时间。 简析：选A。本题考查it,this,that的用法，that用于指代前面提到的事